« Je suppose que lorsque beaucoup de personnes, collectivement et ouvertement, ne vous aiment pas, vous commencez à trouver un rejet en vous-même » : expériences d’appartenance chez des adolescentes autistes assignées de sexe féminin à la naissance dans des contextes scolaires ordinaires

Titre original en anglais : “I Guess when a Lot of People Collectively Outwardly Don’t Like you, you Start to find a Dislike Within Yourself”: Experiences of Belonging Among Autistic Adolescents Assigned Female at Birth in Mainstream School Settings

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». deux auteur·ices de cette publication sont identifié·es comme autistes dans le projet.

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Pearson, A., Brennan-Devine, N., Clarke, C., Kakoulidou, M., Kelly, L. B., Moyse, R., & Pavlopoulou, G. (2025). “I Guess when a Lot of People Collectively Outwardly Don’t Like you, you Start to find a Dislike Within Yourself”: Experiences of Belonging Among Autistic Adolescents Assigned Female at Birth in Mainstream School Settings. School Mental Health, 17(4), 1373-1388. https://doi.org/10.1007/s12310-025-09813-7

Date de publication: 01/10/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
2 / 7 (28,6 %)
  1. Amy Pearson *
  2. Natassja Brennan-Devine
  3. Chris Clarke
  4. Myrofora Kakoulidou
  1. Laura Beth Kelly
  2. R. Moyse *
  3. Georgia Pavlopoulou

Résumé

Résumé. Il existe des preuves que le sentiment d’appartenance favorise l’acceptation sociale des élèves et constitue un facteur de protection contre des issues psychologiques néfastes. Malgré cela, peu de recherches ont examiné les expériences d’appartenance des filles autistes dans les écoles ordinaires et ce qui doit changer pour faciliter l’appartenance. Les constructions personnelles et les expériences vécues d’appartenance à l’école ont été explorées au moyen d’entretiens semi-structurés et d’activités personnalisées (p. ex., des dessins et de la poésie) avec 18 adolescentes autistes assignées de sexe féminin à la naissance (AFAB) dans des contextes scolaires ordinaires. Les participantes ont été impliquées dans le processus d’analyse des données en commentant les codes et les thèmes. Nous avons généré trois thèmes principaux à partir des données. Thème 1) « Vouloir se sentir vues et entendues » portait sur la reconnaissance et la validation de l’expérience et de l’identité autistes, ainsi que sur la manière dont la compréhension de l’autisme éclaire les pratiques. Thème 2) « Aspirer à appartenir » portait sur l’expérience des jeunes personnes qui tentent de développer des relations avec les autres, leurs expériences lorsqu’elles essaient de s’intégrer, et l’impact que cela avait sur elles. Thème 3) « L’accumulation sensorielle entraîne un repli » portait sur la nature accablante de l’environnement sensoriel à l’école, et sur l’impact que cela a à la fois sur l’expérience d’apprentissage et l’expérience sociale. Toutes les participantes souhaitent être valorisées de l’extérieur, entendues et impliquées dans la communauté scolaire. Toutefois, des aspects du camouflage, de la stigmatisation et des expériences sensorielles limitent l’appartenance des filles à l’école. Les implications pour les professionnels et les recherches futures sont examinées, ainsi que des recommandations. Ces dernières peuvent éclairer les futures politiques et pratiques de santé mentale à l’école afin de créer des environnements scolaires émotionnellement sains, dans lesquels les jeunes personnes autistes peuvent être elles-mêmes de manière authentique et vivre au mieux leur vie.

Abstract There is evidence that feeling a sense of belonging supports pupils’ social acceptance and is a protective factor against harmful psychological outcomes. Despite this, limited research has considered autistic girls’ belonging experiences in mainstream schools and what needs to change to facilitate belonging. Personal constructs and lived experiences of school belonging were explored using semi-structured interviews and personalised activities (e.g. drawings and poetry) with 18 autistic adolescents assigned female at birth (AFAB) in mainstream school settings. Participants were involved in the data analysis process as they commented on codes and themes. We generated three main themes from the data. Theme 1) “Wanting to feel seen and heard” focussed on the recognition and validation of the autistic experience and identity, and how understanding of autism informs practice. Theme 2) “Longing to belong” focussed on the young people’s experience of trying to develop relationships with others, their experiences of trying to fit in, and the impact that this had on them. Theme 3) “Sensory build-up results in shutdown” focussed on the overwhelming nature of the sensory environment in school, and the impact that this has on both the learning and social experience. All participants want to be externally valued, heard, and involved in the school community. However, aspects of masking, stigma and sensory experiences limit the girls’ belonging in school. Implications for professionals and future research are discussed along with recommendations. The latter can inform future school mental health policy and practice to create emotionally healthy school environments, in which autistic young people can be their authentic selves and have their best lives.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 07:50.

Références citées
92
Avec un DOI
82
Sans DOI, à partir du texte brut de la bibliographie
9
15 / 92 (16,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 92 (9,8 %)
Références avec noms d’auteurices détectés
85 / 92 (92,4 %)
Sans nom d’auteurice détecté
7
Sans titre structuré
9
Sans identifiant stable
9
Références avec noms bruts d’auteurices restant à vérifier
7
Références avec problème de récupération des métadonnées externes
1
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
392
À partir du DOI ou de métadonnées externes
392
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
14
187 / 392 (47,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 205 / 392 (52,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
28 / 392 (7,1 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 28 / 187 (15,0 %). Personnes distinctes identifiées comme autistes : 17 / 313 (5,4 %).
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